Lecture 5  郑连忠  创新驱动思辨再促进英语教学

学习娱乐结合进行创新 

文本细读 歌词赏析 多模态学习

Lecture 4朱玲佳   口语教学中思辨能力的培养 以辩论在教学中的应用为例

debate as a daily routine

debate as matters related to ourselves

debate as professionals 

meaning relevance memory attention time 

Lecture 3 陈崇崇  基于语料库的探究性语法教学与思辨能力培养

思辨：critical thinking is a powerful tool in the search for knowledge, which promotes the objective, reasoned and evidence-based investigation of a very wide range of issues.(The Delphi Report 1990)

语法习得要素 （N.Ellis 2009， Gries&N.Ellis 2015) 

大型英语语料库 corpus.byu.edu  

实施方案 ：

课前，布置语料库检索任务与相关思考问题。

课中，结合语料库实例及其频数文本差异等信息，探讨理解目标语法形式及其意义。

课后，课题组每位学生总结语料库发现，结合具体语境中的实例探讨目标语法形式及其意义；对语法运用的启示。

后续应用反思：每位学生从COCA 以外的英语输入和输出中手机与课题相关的目标语法形式，并解释其意义。

探索 思考 学习 

思辨能力的培养

?!...inquiring, thinking and learning 

认知能力： 阐释 分析 评价 推理 解释 自我调整

情感特征：好奇开放

学生反馈成果  

浙江师范大学 

lecture 1 胡美馨  将思辨能力培养融入课程设计与课堂教学

RICH 改革 (research-based learning 研究型学习 integrated curriculum 融合心课程cooperarive learning合作学习 humanistic outcome人文素质全面发展) 

形成小组 ---确定话题---查找资料---编辑资料---制作海报---口头报告---项目评估---书面论文

close reading-- further reading-- listening-- a movie suggested-- writing 

eg: "the belated father"父亲缺席现象

 "i want a wife" 女性负责一切家庭事务

"Mothers still waiting for a day at work" 职场现状调查报告

Movie: MonaLisa Smile 美国妇女解放运动初期

Book of Rites 《礼记.婚礼》女性身份认同的另一视角

Writing: Space for Women 

眼中的他者文化 框架 限制

任务不一定很多但需要有思辨性

选题引导，课题材料的利用，课题报告的组织形式 

RICH 教学中的教师发展：让教师成为思想者，课程核心，研究者

1.《外语课程与教师发展---RICH 教育视野》吴宗杰等 安徽教育出版社

2.《教师知识与课程话语（Teachers' knowing in Curriculum Change 》吴宗杰 外研社

翻转课堂与RICH 教学理念有相通之处

将思辨能力培养融入课程设计与课堂教学－－以《基础英语》课程教学为例

以内容为基础以英语为载体

the belated father

I want a Wife

Mothers Still waiting for a day at work

rich

课时2 活动组织及高阶思维问题设计

何晓东

一。常规课堂活动的改进

critical thinking example: to paraphrase conventional or intended meanings of words,ideas, statements...(The Delphi Report)

critical thinking definition: purposeful, self-regulatory judgment, a self-rectifying human phenomenon

Critical thinker: open-minded, willing to reconsider, persistent in seeking precise results (The Delphi Rephort)

教师讲解、总结等教师为主体的课堂教学给学生的思辨空间非常少，需要让学生主动进行这些学习过程。

以查词典为例：老词新意应引起学生的注意,根据上述含义，学生如果没有self-regulatory judgment,self-rectifying 就不能培养自己的思辩能力。

所以要让学生查单词时考虑：will it make sense? 其目为了提升学生的思考能力。

有教师介绍背景知识转变为让学生思考，查找，展示这些知识。how much your listeners can understand you?

由教师总结转变为学生总结学习主题等。

所以教学过程转变为将思维能力的培养融入语言知识和文化知识的学习当中。

二。高阶思维问题的设计

1. Bloom's taxonomy(1956); The Delphi Report; Thinker's guide..

<大学思辩英语教程>

中学英语：文本解读；课堂提问；课例评析

课堂提问不能过于宽泛、思想内容过于浅表、碎片式的泛泛之谈，反复地层次语言水平

2. 例子

1）Speech：logos and pathos cf. to identify a phrase intended to trigger a sympathetic emotional response which might induce an audience to agree with an opinion (the Delphi Report)

  教师根据上述概念提出如下问题

 How did the speaker try to inflame the minds of his listeners?

  Do you feel that the more times the speaker says something, the more likely you will believe him?

  Do you feel that more times teh speaker says sth., the stronger his argument is? Or if the speaker tries to flatter you, you are more likely to believe him?

 How could the speech be more persuasive?--logos...

2）Gender and language: "X: A Fabulous Child's Story"(Lois Gould)

Think back to when you were growing up as a child. What were some of the things (toys, clothes, hobbies, etc.) highly associated with your gender? How did people react if you ever stepped outside of the gender norms you were expected to follow?

imagine you were the parent of "Baby X", or the parent of one of "the Other Children" at school, how would you feel or react?

imagine you were "Baby X" and grew up to become a teenager or an adult. What would make it difficult for you to go through a typical day?

三.课堂组织模式

1.Teacher talk思辩空间最小

2.教师提问，学生回答。教师反馈或代答。

3.教师根据学生回答的情况层层递进地提问，类似于苏格拉底的提问式教学。这对学生的思维能力培养很有好处，但是对老师思维水平要求很高，学生要全神贯注地参与。

4.教师集中提问，学生集中思考讨论然后回答。所有学生有充分时间思考至少部分问题。

5.反转课堂：教师先提问，让学生准备，课堂上交流和探讨。

主要采用4.5种学习方式。

任务重复时为了让学生检查自己的语言是否存在问题。

6.学生自己提出研究问题，进行思考（RICH）。

问答：

1.思辩能力训练与语言能力相互作用。因该是对语言的提升更有兴趣。

2.中学英语教学方法值得借鉴

3.为了避免学生大量抄袭，PPT上只能是outline，keywords,展示时不能大段念稿子。

4.王初名读后续写也有助于培养学生的思辩能力